VietTESOL International Convention 2026

The fast growing development of Artificial Intelligence (AI) has given rise to new possibilities for promoting English speaking as a medium of instruction at an enhanced level in EFL classrooms. We’re seeing chatbots like ChatGPT and AI speaking assistants for interactive speaking practice, instant feedback and personalized learning with chatbots more and more heavily supported by AI. This transformation indicates the increasing move from the conventional EFL to the technology-enhanced teaching approach for ESL. However, there has so far been limited research investigating the impact of AI-supported speaking practices on EFL learning among high school students. Employing the mixed-methods study design, this study explored the practices of AI-supported speaking in EFL classrooms according to the viewpoint of high school students. The quantitative data was collected through questionnaire surveys from 110 high school students, whereas qualitative data was obtained using semi-structured interviews with ten selected respondents. Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed thematically. The results indicated that students generally interpreted AI-based speaking activities positively regarding engagement, speaking confidence, interaction opportunities, and motivation for learning. The researchers additionally found that AI tools provided more adaptable and student-centered speaking experiences as well. However, the fears of overdependence on AI alongside decreased face-to-face communication emerged as well. The findings offer implications for how to work with AI-assisted speaking practices within EFL classrooms in the digital age.
Keywords: Artificial Intelligence; EFL speaking; AI-supported learning; high school students; mixed-methods study.